Appropriateness of action learning in the physical and virtual spaces: A discussion

Sam Willis, Nicolas Prass, Lyn Karstadt

    Research output: Contribution to journalArticlepeer-review

    Abstract

    Paramedics are autonomous health professionals who must graduate into the
    workforce with complex problem-solving skills, an ability to exercise critical
    thinking, and clinical reasoning skills to challenging situations, if they are to
    practise safely. Face-to-face action learning (AL) has long been acknowledged
    for contributing to the development of such skills, by providing a platform for
    structured thinking, group working, and a tool for developing participant’s
    ability to ask insightful questions (Pedler et al, 2005) and more recently, action
    learning in the virtual space is becoming increasingly popular. Virtual action
    learning has emerged for reasons including globalisation, where the emergence
    of multi-national and dispersed students has become commonplace (Dickenson
    et al, 2010) and advances in technology that have allowed more collaborative
    communication.
    This discussion paper provides an introduction and background to action
    learning (AL), virtual action learning (VAL) and explores the appropriateness of
    these paradigms as a tool for embedding reflective practice and problem-solving
    skills among undergraduate student paramedics.
    Original languageEnglish
    Pages (from-to)196-200
    Number of pages5
    JournalJournal of Paramedic Practice: the clinical monthly for emergency care professionals
    Volume9
    Issue number5
    DOIs
    Publication statusPublished - 23 Apr 2017

    Fingerprint

    Dive into the research topics of 'Appropriateness of action learning in the physical and virtual spaces: A discussion'. Together they form a unique fingerprint.

    Cite this